Alazar Workneh Commanted Feed Bback Fff Xxx

KOTEBE UNIVERSITY OF EDUCATION RESEARCH PROPOSAL
ASSASING ATTITUED OF STUDENTS TOWARDS ENTRPURNERSHIP
IN PUBLIC HIGER EDUCATION :IN CASE OF KOTEBE UNIVERSITY
EDUCATION AND ADDIS ABABA UNIVERSITY
A Senior Essay Proposal Submitted for the partial fulfillment

for the award of Bachelor of art Degree in Management
Faculty of Business and Economics
Kotebe University of Education
PREPARE BY :Alazar WORKNEH
ID no :UGR/21023/13
Advisor: ins.Adanech
Contents
Abstract..............................................................................................................................................1
CHAPTER ONE …………………………………………………………………………………………………………………………………………2
1.1 Back ground of the study.......................................................................................................................2

1.2 Statement of the problem.....................................................................................................................3
1.3 Objectives of the Study..........................................................................................................................4
General Objective....................................................................................................................................4
Specific Objectives...................................................................................................................................4
1.4 Significance of the Study.......................................................................................................................5
1.5 Scope of the Study.................................................................................................................................5
1.6 Limitation of the study..........................................................................................................................5
1.7 Organization of the study......................................................................................................................6
CHAPTER TWO.....................................................................................................................................6
2 REVIEW OF RELATED LITERATURE.......................................................................................................6
2.1 Introduction.......................................................................................................................................6
2.2 Youth and Entrepreneurship.............................................................................................................7
2.3 Types of (Youth) Entrepreneurship and Young Entrepreneurs..........................................................7
2.4 Economic, Social and Public Entrepreneurship.................................................................................8
2.5 Living conditions: Necessity versus Opportunity motivated entrepreneurship.................................8
2.6 Youth entrepreneurship as an avenue of opportunity......................................................................9
2.7 Barriers and Incentives to Enterprise Start-ups by Young People....................................................10
2.8 Social and Cultural Attitude towards Youth Entrepreneurship........................................................11
2.9 Promoting Entrepreneurship Education..........................................................................................11
2.9.1Key Educative Constraints to Entrepreneurship........................................................................11
2.9.2 Key constraints for young people to start-up finance................................................................12
2.9.3 Improving Access to Finance........................................................................................................13
2.9.4 Employment perspective: Youth Entrepreneurship and employment policies.............................13
2.9.5 Developing youth entrepreneurship policy..................................................................................14
chapter three.....................................................................................................................................15
3 Methodology...................................................................................................................................15
3.1 The Study Setting.............................................................................................................................15
3.2 Research method.............................................................................................................................15
3.3 Research design...............................................................................................................................15
3.4 Population and Sampling Techniques..............................................................................................15
3.5 Types of Data and Methods of Data Collection...............................................................................16
3.5.1Primary Data..............................................................................................................................16
3.5.2 Secondary Data.........................................................................................................................16
3.6 Data Analysis and Presentation Methods........................................................................................16
3.7 Ethical Considerations.....................................................................................................................16
Work schedule and budget.................................................................................................................16
Reference...........................................................................................................................................18
Appendix...........................................................................................................................................18
Abstract
Entrepreneurship serves as the embodiment of strength and expansion within the realm of
business. The individuals who spearhead today's successful businesses are deemed entrepreneurs.
It is evident that development is highly connected to the concept of entrepreneurship. These
entrepreneurs possess distinct qualities such as a strong drive for accomplishment, a willingness
to undertake moderate risks, self-assurance, innovation, unwavering dedication, versatility, self-
determination, and a yearning for independence. Consequently, the objective of this study is to
identify the attitude of students in public university’s towards entrepreneurship or business
ownership. Moreover, it aims to identify the specific obstacles that hinder young individuals
from embarking on entrepreneurial ventures. Additionally, it will explore the incentives that
encourage young people to view starting a business as a viable alternative.
1
1.1 Back ground of the study
Entrepreneurship research has a long time focus on issues surrounding the founding of new
firms; in particular who starts new firms, in what situations and for what reasons (Autio et al.
1997; Gartner, 1988; Low & MacMillan, 1988).This research will brought to light numerous
remarkable influences linked to entrepreneurship. Among these factors are: a high need for
achievement, a desire for autonomy, a proclivity for moderate risk taking, aggressive
competitiveness, an internal locus of control and a flair for innovation (Gartner, 1989; Reynolds,
1995; Timmons, 1999; Timmons and Spinelli, 2004).
Another line of previous studies focused on the personal situations and the social surroundings of
the entrepreneur Hisrich and Peters (1989) and Krueger (1993) Hisrich and Peters (1989) and
Krueger (1993) offer insights into how personal factors, such as one's level of education, gender,
previous experience, and family background, influence the formation of perceptions and
subsequent intentions regarding entrepreneurship
so in these paper I will try to assess the attitude of public University students and the factors
contributed or discourage to develop these attitude .
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1.2 Statement of the problem
There are several factors that contribute to the poverty in our country. One such factor is the lack
of entrepreneurial thinking among public university students of Ethiopia, as they do not possess
the attitude or motivation to start and operate their own businesses. This lack of entrepreneurial
spirit can be attributed to a lack of confidence in recognizing and seizing opportunities, as the
fear of risk prevents students from taking advantage of potential ventures. However, it is
important to note that entrepreneurship is the process of creating something valuable by
dedicating time, effort, and resources, while also taking on the associated financial,
psychological, and social risks. The rewards of entrepreneurship, both monetary and personal,
are derived from this process. Unfortunately, our country's students tend to be risk-averse and
therefore miss out on such opportunities. Another contributing factor is the challenging
environment that hinders the development of entrepreneurs and entrepreneurial thinking. This
includes political, cultural, social, and economic factors that do not foster an environment
conducive to entrepreneurial growth. Additionally, our educational system, which has been
largely influenced by foreign countries, has not been tailored to meet the needs of our own
country. Despite recent efforts to implement practical education policies, there are still
challenges in the implementation process. As a result, our educational system is heavily rooted in
theoretical foundations rather than emphasizing practical aspects. It is evident that these
aforementioned reasons can significantly hinder the development of entrepreneurial thinking
among students in public universities.
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1.3 Objectives of the Study
Although there is a growing comprehension of the pivotal function that entrepreneurship

assumes in driving economic advancement and employment generation, limited attempts have
been exerted to examine it from the vantage point of students enrolled in public universities.
General Objective
Therefore, the primary aim of this study is to evaluate public University students' attitude
towards entrepreneurship.
Specific Objectives
Specifically, the research intends to assess:
 To evaluate the behavioral component students towards entrepreneurship

 To examine the cognitive component of students towards entrepreneurship
 To evaluate the affective components of students to wards entrepreneurship
1.4 Significance of the Study
This paper is important point out some improvement that are need to be made in order to develop
or improve attitude of public university students towards entrepreneurship. it also helps policy
makers and curricula designers to learn about the contribution of entrepreneurship education in
the making of entrepreneurs.
Additionally, To enhance our comprehension of the degree to which intentions are transformed
into entrepreneurial endeavors. Moreover, it aids other researchers who wish to pursue additional
investigations on the topic in the coming times.
1.5 Scope of the Study
The study had the potential to encompass the perspectives of public university students who took
the entrepreneurship course. However, the focus of this study is solely on students who take
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entrepreneurship course. In terms of location, this study is limited to two public university
located in Addis Ababa, specifically Kotebe University of Education and Addis Ababa
university.
1.6 Limitation of the study

Some limitations that could be faced during this study are financial or budget limitation, time
limitation are the main one. The other limitation is related to the methodology that would be used
while conducting the study. Since this study depends only on questioner as a method of gathering
and collecting data from participants, it could limit the information required to draw a finding or
conclusion; thereby, affecting the accuracy of the research. The last limitation regarding this
study is scope level limitation. This study is conducted only in two public university located in
Addis Ababa; this restricts the variety of the responses that could have been acquired if the
research was able to include participants from other branches of the company.
1.7 Organization of the study

These paper work has three chapter. the first chapter include introductory part with back ground
of the study, statement of the problem, research objective significance of the study and scope of
the study. chapter two is composed of the review of sites and journal articles to base the study on
existing literature. This chapter discusses relevant issues to build understanding of the problem.
Chapter three contains the details of the research design, sampling design and sample size
determination, population of the study source of data, and methodology to gather and analyze
data from which findings are drawn. The last chapter shows the schedule and budget breakdown
of the study. Lastly the whole sites and articles that have been used and cited in the overall
structure of the study are listed on the reference section and acknowledgements are given.
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CHAPTER TWO
2 REVIEW OF RELATED LITERATURE
2.1 Introduction
“Entrepreneurship and business creation are a growing alternative for young people whose age
group often faces a labor market with double digit unemployment rates. Traditional career paths
and opportunities are disappearing rapidly. A growing number of young people are taking up
challenge of starting their own business and much is being learned about how the odds for
success can be improved through various types of assistance and through the creation of a
supportive environment.” (Ulrich Schoof 2006,p.1)
2.2 Entrepreneurial Attitude

Different authors have defined attitude, however, the elements that constitute these definitions
are similar and complementary. Attitude is the degree or extent to which an individual like or
dislike something. Attitude is defined as the predisposition to respond in a general favorable or
unfavorable manner with respect to the object of the attitude Ajzen 1987). According to Allport
cited in Banu (1984) an attitude is a mental neural state of readiness, organized through
experience exerting a directive or dynamic influence upon the individual’s response to all objects
and situations with which it is related. According to Hawkins et al (1983) Allport’s definition
raises three points: (a) Attitude is a state of readiness leading the individual to perceive things
and individual around him in certain ways; that is to be more ready with certain categories and
interpretations than with others. (b) Attitude is not innate, they are learned, they develop and they
are organized through experience. These states of readiness are relatively enduring but they are
modifiable and subject to change. (c) Aspect of Allport’s definition follows from that attitude is
dynamic. Attitude is not merely latent states of preparedness awaiting the presentation of an
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appropriate object for their activation. They have motivational qualities and can lead an
individual to seek (or avoid) the objects about which they are organized. An attitude is a
tendency to act or react in a certain manner when confronted with certain stimuli. Here stimuli
may be object, individual, idea or anything else that an individual can react negatively or
positively to it. The reaction may take verbal, physical, mental or behavioral form Banu, 1984).
Simpson and Oliver (1990) defined attitude as emotional trends in response to affairs, persons,
locations, events or ideas. According to them the phrase such as” I like Entrepreneurship
Education” or” I enjoy Entrepreneurship Education course” is enumerate as attitude. An attitude
is an enduring organization of motivational, emotional, perceptual and cognitive process with
respect to some aspect of the environment (Hawkins et al 1983). Therefore, attitude may be
positive or negative, optimistic or pessimistic, rational or irrational, desirable or undesirable.
Particular attitude may therefore be a problem or solution to a problem depending on the
environmental factors that influence the attitude of an individual. According Sorenson as cited in
Balama (1992) explains that individual/student acquire attitude from their environment, and
learners (students) along with their school books. He further explained that if a student has a
positive attitude towards a course, he may amaze the teacher with an ability to learn it that out
strip what might have been expected of him. Reverse is the case when a student holds negative
attitude towards a course, he may strongly resist learning that the teacher’s effort no matter how
thorough and ingenious are futile. The Therefore, there is strong ascertaining that attitude plays
very important role in determining the learning behaviors of students in schools. This called for
continued effort by the researchers/teachers to make sure that students develop positive attitude
and behavior towards Entrepreneurship.
2.3 Components of Entrepreneurial Attitude
The components of attitude comprise cognitive, affective and behavioral components. This consists of
students’ beliefs, thought and knowledge about an attitude object (Entrepreneurship). Belief may be
correct or incorrect, true or not true, what is needed is only for the belief to exist. Similarly, beliefs are
descriptive thoughts that an individual hold about something. According Amdam (2011) belief reflects an
individual’s knowledge and assessment of attitude object. He further explained that belief is the
accumulated feelings and priorities that individuals have about something. Kotler (2000)
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maintain that the belief and values in a society has high degree of persistence, they shape and
color attitudes and behaviors of individuals/students. Belief is formed by an individual as he/she
grow up into the society or associate with reference group. As the relationship of interaction
continues to exist cordially, an individual will learn and formulate beliefs. Beliefs are influence
mostly by social environment of an individual (family, reference group, and so on). The belief
student is having towards Entrepreneurship will help him/her to develop favorable component of
this attitude as time goes on. b) Affective Component (feeling, emotion) It is the student’s
emotional reaction and feelings to an attitude object (Entrepreneurship). This has concurred with
the research finding of Bird (1988) that 131 perceived desirability of Entrepreneurship and its
Education may be formed through intuitive thinking. That means perceived desirability of
Entrepreneurship is formed through affective attitudinal judgement (Mitchell, 133 et al 2002).
The expression I like Entrepreneurship Education course or I hate Entrepreneurship Education
course, is the expression of the emotional evaluation of the Entrepreneurship Education to the
student. In the words of Hawkins et al (1983) due to individuals’ unique motivational,
personality, past experience, reference group, and physical conditions may evaluate the same
feelings and emotions differently. That means some Individuals/students may have a positive
feelings towards the entrepreneurship education, while others could respond with a negative
reaction.
2.4 Behavioral Component (behavior, overt response and willingness)
It is the way in which individuals/students responds or react to a specific set of attitudinal

objects. According to Mani (2008) this component reflects the willingness of students’
behavioral intentions in form of goals, objectives and aspiration and expected responses to the
attitude object (Entrepreneurship Education). For example, a student who intend to become an
entrepreneur before or after graduation, may form and plan behavior towards attending and
having keen interest in Entrepreneurship.
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2.5 Youth and Entrepreneurship
A definition of youth entrepreneurship is required in order to explore youth entrepreneurship and

assess the effectiveness of policies aimed at promoting it. Regrettably, there is currently no
consensus in the literature on the exact definitions of the terms "entrepreneurship,"
"entrepreneur," or "youth entrepreneurship." However, for the purposes of this study, a definition
based on behavior rather than traits is preferred.
Thus entrepreneurship is a set of behaviors and an entrepreneur is someone who undertakes these
behaviors (Ulrich, 2006).Ulrich clarified that the utilization of a behavioral description simplifies
the examination of youth entrepreneurship, as it is more straightforward to observe the actions
and methods employed by young entrepreneurs rather than attempting to determine their specific
"entrepreneurial" characteristics and attributes - implying that entrepreneurship is inherent, rather
than a skill that can be acquired.
2.6 Types of (Youth) Entrepreneurship and Young Entrepreneurs
The literature prominently showcases both the behavioral-based and trait-based approaches. The
trait-based approach focuses on identifying specific traits and qualities associated with
entrepreneurship. This approach is clearly evident. Definition of entrepreneurship by Schnurr
and Newing (1997, cited in Chigunta, 2002, p.1) as the “practical application of enterprising
qualities, such as innovation, creativity, and risk-taking into the work environment (either in self-
employment or in small start-up firms), using the appropriate skill necessary for success in that
environment and culture”.
There are various sectors, types of enterprises, and branches where youth entrepreneurship and
entrepreneurial activity can take place. The engagement in these activities can stem from
different reasons and motivations. This section presents different categories of youth
entrepreneurship and young entrepreneurs.
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2.7 Economic, Social and Public Entrepreneurship
For businesses in the private sector (economic entrepreneurship), the primary goal or result is the
generation of wealth and profits for the owners of the business. Since the majority of both young
and old entrepreneurs are involved in this type of entrepreneurship, most of the research and
literature focuses on this aspect.
Another form of entrepreneurship is known as social entrepreneurship. Social entrepreneurship

utilizes entrepreneurial activities to create social value, with wealth creation serving as a means
to an end and a method of measuring value creation.
According to Dees (2001) puts it, “For social entrepreneurs, social mission-related impact
becomes the central criterion, not wealth creation”.
Therefore, social entrepreneurs strive for both financial self-sustainability and a social return on
investment. It is irrelevant whether the venture is operated by a nonprofit or for-profit
organization, as long as it exhibits an entrepreneurial nature and is dedicated to addressing social
issues or promoting public welfare.
2.8 Motivations of young people to engage in entrepreneurship
According to Global Entrepreneurship Monitor (2004), there are various reasons why young
people decide to start a business, relating to their living circumstances, their personal attitudes,
preferences and objectives and their particular interests and individual strengths. Recognizing
these reasons is crucial for understanding and stimulating youth entrepreneurship
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2.9 Living conditions: Necessity versus Opportunity motivated

entrepreneurship
Entrepreneurship arises from economic necessity when there are no other options for generating
income or making a living. The level of necessity-driven entrepreneurship in a country is
influenced by factors such as low tax revenue as a percentage of GDP, limited participation in
secondary and tertiary education, high income inequality, and insufficient social security. This is
why young people in developing and low-income countries often resort to starting businesses out
of economic necessity, due to lack of employment opportunities, the need to supplement
household income, and poverty.
On the other hand, opportunity-driven entrepreneurship refers to the pursuit of a perceived

business opportunity, which is not the sole means of generating income and making a living. The
level of opportunity entrepreneurship is associated with a belief in one's ability to start a
business, having connections with someone who has recently started a business, foreseeing
promising business prospects in the future, and experiencing high levels of business angel
investment and support. This is why opportunity entrepreneurship tends to be more prevalent in
high-income countries. However, in practice, it can be challenging to clearly distinguish between
these two types of entrepreneurships.
2.9.1 Personal Attitudes, Self-interests and Individual Strengths
Apart from living conditions, young entrepreneurs' motivations are intertwined with their
personal attitudes, preferences, and objectives, as well as their specific interests, individual
strengths, and skills. Social entrepreneurs, unlike pure economic entrepreneurs, are driven by a
strong desire to bring about positive change in society. Their motivation often stems from
altruism, the commitment to one's values and beliefs, social responsibility, and a long-term
interest in the well-being of the local economy, environment, and community. The unique
strengths and skills of young individuals can play a vital role in motivating and catalyzing the
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establishment of a business. According to research by the ILO, different types of young

entrepreneurs can be identified: Technical entrepreneurs, who are highly inclined towards
technical aspects, enjoy innovation and devising new product ideas, with their focus being on
exploring new markets and industries. For them, starting an enterprise is a means to achieve their
objectives rather than an end goal. Organization builders, on the other hand, venture into
entrepreneurship because of their passion for constructing and developing organizations,
possessing skills in nurturing individuals, systems, and structures. Dealmakers find joy in
initiating deals to launch new ventures and engaging in initial start-up activities. However, unlike
organization builders, they are averse to long-term organizational commitments and management
responsibilities. Dealmakers are often involved in financial or commercial transactions and may
feel discouraged by the prevalence of corruption in business and society.
2.9.2 Youth entrepreneurship as an avenue of opportunity
Within the context of potential efforts and strategies to enhance employment opportunities and
job creation for young individuals, entrepreneurship is increasingly recognized as a significant
means and a valuable alternative for generating income among the youth. As traditional lifelong
career paths become scarce, youth entrepreneurship is seen as an additional avenue for
integrating young people into the labor market and overcoming poverty. The fact that the
majority of new formal employment in the past decade has been created in small enterprises or
through self-employment supports this shift in policy. Given the global demographic trends, it is
crucial to acknowledge the social and economic contributions of young entrepreneurs.
Entrepreneurship has the potential to unlock the economic capabilities of young individuals.
Chigunta (2002) summarizes several reasons why promoting youth entrepreneurship is
important:
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- Creating employment opportunities for both self-employed youth and the other young
individuals they hire. - Bringing back alienated and marginalized youth into the economic
mainstream and providing them with a sense of purpose and belonging. - Addressing some of the
socio-psychological issues and delinquency that arise from unemployment. - Helping young
individuals develop new skills and experiences that can be applied to other challenges in life. -
Encouraging innovation and adaptability among the youth. - Revitalizing local communities by
offering valuable goods and services. - Taking advantage of the fact that young entrepreneurs
may be particularly responsive to new economic opportunities and trends.
Entrepreneurship and self-employment can serve as sources of new jobs and economic vitality in
developed countries, while also improving the livelihoods and economic independence of young
people in developing nations. For young individuals in the informal economy, micro-
entrepreneurship provides a grassroots approach to generating income, self-reliance, and a fresh
innovative path towards earning a living and supporting oneself. However, estimations of the
actual potential and effectiveness of youth entrepreneurship may vary depending on how one
measures the extent of entrepreneurship, which is closely tied to its definition, and how one
evaluates the specific socioeconomic conditions for youth entrepreneurship in different regions.
Therefore, promoting youth entrepreneurship should still be regarded as an important element or
complement within a broader youth employment policy.
2.9.3 Barriers and Incentives to Enterprise Start-ups by Young People
This section examines a variety of important constraints and barriers that hinder youth
entrepreneurship in general and the establishment of businesses by young individuals in
particular. Additionally, it presents incentives, strategies, and tools that can or have the potential
to make starting a business a more feasible and uncomplicated option for young people. It
specifically focuses on five essential factors for entrepreneurial involvement that should be
addressed through appropriate programs to promote youth entrepreneurship. These factors
include:
1. The social and cultural outlook on youth entrepreneurship.
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2. Education in entrepreneurship.
3. Access to financial resources and startup funding.
4. The administrative and regulatory framework.
5. Business support and assistance.
2.9.4 Social and Cultural Attitude towards Youth Entrepreneurship
The way people approach life is influenced by their cultural and social backgrounds. In the same
way, these backgrounds also impact entrepreneurial activity and the culture surrounding it .Gibb
(1988) defined an enterprise culture as “set of attitudes, values and beliefs operating within a
particular community or environment that lead to both “enterprising” behavior and aspiration
towards self-employment.”
has been widely recognized by researchers that cultural attitudes have an effect on the
entrepreneurial activities of various groups, whether it be a population, country, region, or ethnic
group. The connection between culture and entrepreneurship is particularly strong in certain
groups as compared to others.
As a result, the cultural differences between nations are now seen as a crucial factor in
determining a nation's level of economic and entrepreneurial development. A cultural
environment that values and respects entrepreneurship, and sees business failure as a valuable
learning experience rather than something to be ashamed of, will generally be more conducive to
entrepreneurial endeavors.
2.9.5 The role of religion, cultural values, beliefs and behaviors
Religion – as one cultural aspect – and enterprise have a complex interdependent relation.
Religion, since it can shape the values and beliefs of a person, can have an influence on
entrepreneurial behavior in general and the nature and the type of business as well as women’s
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participation in business in particular. However, recent studies on the influence of religion on

business provide undependable evidence that religion does not exert as important an influence as
might be expected on entrepreneurial behavior. Carswell and Rolland (2004) show that there is
no correlation between increasing ethnic diversity and associated religious value systems and a
reduction of business start-up rate. However, there is still a general lack of in-depth research on
the relation between religion and economic and social entrepreneurship. In this context, an
analysis of the relationship between religion and social entrepreneurial activity would be
particularly interesting. As already mentioned, culture is the system of collective values that
distinguishes the member of one group from another. Hofstede conducted perhaps the most
commonly employed approach to understand on how values in the workplace are influenced by
culture. He developed a model that isolates four primary dimensions to differentiate cultures
(“uncertainty avoidance”, “individualism”, “masculinity” and “power distance”).These values
again have an influence on individual’s needs and motives (e.g. for achievement. affiliation or
the pursuit of individual and social goals) and their beliefs, behavior and orientation (e.g. risk-
taking. Proactive-ness and self- efficacy). Therefore, differences in these values may have an
influence on entrepreneurial behavior and the decision of whether or not to become an
entrepreneur. For example, uncertainty avoidance or acceptance in a culture is strongly linked to
the level of risk-taking and proactive-ness of an individual or an organization. Individuals (like
entrepreneurs) with a high need for achievement, such as those in uncertainty accepting societies,
will be more willing to take risks than individuals in uncertainty avoiding societies.
“Masculinity”, “power distance” and “individualism” are also linked to entrepreneurial behavior.
Different levels of individualism and power distance (hierarchies) can partly explain the
differences in entrepreneurial activity. Uncertainty avoidance measures the ability of a society to
deal with the inherent ambiguities and complexities of life. Cultures that are high in uncertainty
avoidance rely heavily on written rules and regulations, embrace formal structures as a way of
coping with uncertainty, and have very little tolerance for ambiguity and change. Individualism
describes the relationship that exists between the individual and the collectivity in a culture.
Societies high in individualism value freedom and autonomy, view results as coming from
individual (and not group) achievements, and place the interests of the individual over the
interests of the group. Masculinity is primarily concerned with the level of aggression and
15
assertiveness present in a culture. Highly masculine cultures place a high emphasis on assertive
and showy behavior, material goods and prestige are highly sought after, individuals tend to
exhibit a high need for achievement, and organizations are more willing to engage in industrial
conflict. Power distance is "a measure of the interpersonal power or influence between (the boss)
and (the subordinate) as perceived by the least powerful of the two (the subordinate)" (Hofstede,
1980, pp. 70-71)
2.9 .6 Promoting Entrepreneurship Education
Education plays a crucial role. It is important for schools to communicate that pursuing a career
as an employee is not the sole option after completing studies. The benefits of being an
entrepreneur should be encouraged and the aspirations of those young entrepreneurs who face
the challenges of starting their own business should be nurtured. Inspiring examples should be
presented to those who still have doubts about their potential as young entrepreneurs, in order to
instill confidence and demonstrate that it is indeed possible to achieve success as an
entrepreneur, even at a young age.
Key Educative Constraints to Entrepreneurship
 There is a general absence of introduction and acceptance of enterprise education.
 The curricula and study programmers are inadequate.
 The learning methods being used are incorrect.
 Students' personal environments, such as their parents and family members, are being
neglected.
 There is a scarcity of trained and educated teachers.
 There is a lack of career information and opportunities in the business sector.
 There is a lack of connections between business and education.
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 The ICT infrastructure and capability are lacking.
Key constraints for young people to start-up finance
 Insufficient personal savings and resources.
 Lack of collateral and credibility (for debt financing).
 Insufficient business experience and skills (for debt financing) .
 Complex procedures for documentation.
 Lengthy waiting periods (time required for decision-making on funding applications).
 Lack of knowledge, understanding, and awareness of financing possibilities for start-ups.
 Unfavorable characteristics and industry for businesses .
 Legal status or form of enterprise.
 Insufficient availability of successful micro-lending, micro-finance, and seed funding.
2.9.7 Improving Access to Finance
The subsequent section delineates the primary strategies, initiatives, and key tools employed in
various countries to enhance and broaden the accessibility of finance for young individuals.
Promotional endeavors can be broadly categorized into four groups: 1) Research on start-up and
business finance 2) Provision of start-up and business capital 3) Enhancement of the regulatory
environment for start-up finance 4) Provision of information and guidance on accessing finance
and funding.
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2.9.8 Employment perspective: Youth Entrepreneurship and employment

policies
A review of recent literature on youth employment and entrepreneurship indicates that the initial
step in developing a policy on youth entrepreneurship should involve the creation of a broad
national policy concerning youth employment, with entrepreneurship being just one component.
This approach aligns with the Youth Employment Network's strategy of assisting countries in
forming national action plans for youth employment. According to the International Laboure
Organization (ILO), youth employment is a valuable means of generating jobs, but it should be
combined with efforts to improve the quality of such employment. Hence, it is crucial to
incorporate youth employment into overall employment policies that prioritize the creation of
decent work. Moreover, a comprehensive national policy on youth employment must be closely
integrated with important macroeconomic and sectoral policies. Neglecting the influence of
national socio-economic conditions could result in treating youth livelihoods and
entrepreneurship as isolated issues. In this regard, youth entrepreneurship policy may be
considered a specialized approach, as it concentrates on promoting entrepreneurial activity
among a specific segment of the population. From the perspective of economic development, an
ideal youth employment policy should be part of a holistic and comprehensive entrepreneurship
policy, which encompasses the objectives and measures of other types of entrepreneurship
policies (Organization for Economic Cooperation and Development, 2001).
2.9.9 Developing youth entrepreneurship policy
Entrepreneurship has been observed as a significant avenue of opportunity for young individuals.
As part of efforts to enhance employment prospects for the youth, it serves as an innovative way
to integrate them into the labor market. Given the increasing youth unemployment rate and the
growing lack of labor demand, the promotion of youth entrepreneurship can prove to be a
valuable strategy to generate employment and enhance the livelihoods and economic
independence of young individuals. Moreover, it has a multifaceted approach as it tackles youth
18
unemployment in two distinct manners: Firstly, by creating job opportunities for self-employed
young individuals as well as those employed by young entrepreneurs. Secondly, by equipping
the youth with entrepreneurial skills and attitudes that are essential for adapting to the evolving
dynamics of the labor market, moving away from traditional long-term careers towards more
flexible "portfolio careers". Consequently, it enhances the overall employability of young people
in both present and future labor markets.
chapter three
3 Methodology
3.1 The Study Setting
The study will be conducted in two public university which is found in kotebe and 6 kilo , Addis
Ababa city of the country. It will be selected due to the fact that the research aims to assess the
attitude of public University students towards entrepreneurship.
3.2 Research method
The study will use the survey method. Because the survey method is considered as the most
appropriate research strategy for any descriptive study.
3.3 Research design
The researcher utilized a descriptive method to evaluate the attitude of public university students
towards entrepreneurship, aligning with the research objectives.
19
3.4 Population and Sampling Techniques
During the study, I will utilize the random sampling method. This sampling technique, also
known as stratified sampling, falls under the category of probability sampling. The study will be
conducted on selected students of kotebe university of education and Addis Ababa university
who took entrepreneurship course which are 100 in total.
3.5 Types of Data and Methods of Data Collection
3.5.1Primary Data
For this study, I will utilize primary sources of data, which will be gathered through the use of a
semi-structured questionnaire.
3.5.2 Secondary Data
In addition to the primary data, I will also gather descriptive analysis of data and information
from secondary sources, including both published and unpublished documents.
3.6 Data Analysis and Presentation Methods
Since the data that will be collected pertains to the attitudes of students after completing an
entrepreneurship course, it primarily falls under the qualitative category. Therefore, descriptive
methods will be used to process and analyze the data.
3.7 Ethical Considerations
During the research process, confidentiality was ensured. The privacy of the interviewees was
respected during the interviews, and permission was obtained before conducting the interviews.
The authors who were referenced in this study were duly recognized through appropriate
citations and referencing.
Work schedule and budget

S.No Activity Month(2023)
20
Jan Fe Ma Ap Ma Jun Jul

uar br rch ril y e y
y uar
y
1. Bibliographic Searches ✔
2. Photocopy info from non-bibliographic sources ✔
3 Problem defining & literature finding, Title ✔

selection
4 Submission of thesis proposal ✔
5 Fine tune research question and methodology ✔
6 Prepare research tools in detail ✔
7 Make contacts for interviews/questionnaires ✔
8 Data collection ✔
9 Data analysis ✔
10 Writing up of paper ✔
11 Revision, editing and submission ✔
12 Submission of research paper ✔
13 Paper defense ✔
Budget heading Unit Quantity Cost Total

Cost(Birr)
Per diem for Researcher Person 01 0 0
Per diem Data Collector Person 01 0 0
Stationary and Equipment
Photo copy paper Ream 50 4 200birr
Pen Pcs. 1 20 birr 60birr
21
Flash disk Pcs. 1 -
Miscellaneous Birr - -
Sub-total
Contingency 10%
GRAND TOTAL 260birr
Reference
Ajzen Ajzen, I. (1987) Attitudes, traits and actions: Dispositional predictions of behavior in social
psychology. Advances in Experimental Social Psychology 20: 1-63.
Ajzen Ajzen, I. (1991) Theory of planned behavior. Organizational Behavior and Human Decision
Processes 50: 179-211.
Aldrich, H.E. and Cliff, J.E. (2003). The pervasive effects of family on entrepreneurship: Towarda
family embeddedness perspective. Journal of Business Venturing 18(5): 573-596.Armitage, C. and
Conner, M. (2001). “Efficacy of the Theory of Planned Behavior: A Meta-analytic Review.” British Journal
of Social Psychology 40: 471-499.
Audet, J. (2000). Evaluation of Two Approaches to Entrepreneurial Education using an Intentions Based
Model of Venture Creation. Academy of Entrepreneurship Journal 6(1): 57-63.
Audet, J. (2001). A Longitudinal Study of the Entrepreneurial Intentions of University Students Autio, E.,
Keeley, R., Klofsten, M. and Ulfstedt, T. (1997). “Entreprenerial Intent among Students:
Testing an Intent Model in Asia, Scandinavia and in the USA.” Frontiers of Entrepreneurship
Research. Wellesley, MA: Babson College.
Creswell,J.W.(2009),Research Design.3rd Ed.New Delhi.sage publicationsDavidsson, P. (1995).
Determinants of entrepreneurial intentions.
Paper presented at the RENT IX Workshop. November 23-24, Piacenza, Italy.

Drucker, P.F. (1994). Innovation and Entrepreneurship. McGraw Hill.
Franke, N and Luthje, C. (2004). Entrpreneurial intentions of business students: A benchmarking study.
International Journal of Innovation and Technical Management. September.
Gartner, W.B. (1989). „Who is an entrepreneur?‟ is the wrong question. American Small Business
Journal, Spring: 11-31.
22
Appendix
College of Business and Economics
Department of Management
Questionnaire to be filled by student’s of kotebe university of education and Addis abba
university.
Dear Student,
This questionnaire is designed to gather information about your attitudes towards

entrepreneurship Thus, to reach a proper recommendation, I would like to have your accurate
opinion regarding the subject matter and fill out the questionnaires honestly so as strengthen the
paper output. i want to assure you that, the data will not be used for the purpose other than this
study.
Thank you in advance for your kind cooperation, and your time to fill out this questionnaire.
Instruction:
1. Please put tick (√)on the space provided.
2. Please indicate your personal information and
3. There is no need to write your name
Part I: Demographic Profile

1. Gender
Meal Female
23
2 . Age Range
17-25 26-35 Above35
3. Year of Study
1 st year 2 nd year 3 rd year 4 th year
4. Department (Please write in blank space)
5. Family Back ground

Agriculture Employed Commerce Other (Specify)
(Business men)
Part II. Behavioral questions
I. Do you want to start your own business? Yes No
II. If your answer is yes, why do you want to start your own business?
Please rank them according to their important to you. Please rank them first (1). Second (2)…
etc.
Rank:__________1) Starting up a business is the only chance to earn money for me

Rank:__________2) To be my own boss/to be Independent.
24
Rank:__________3) To change and improve the society.
Rank: __________4) To continue with family tradition i.e. my family are businessmen.
Rank:__________5) To do what I really want to do
Rank:__________6) To gain reputation / recognition from the society
. Rank:__________7) For financial freedom.
Rank: ------------- 8) to help in creating employment.
Rank:__________9) Other (please explain)
III. In your opinion, why do public university students fail to start their own business?
Please rank them first (1), second (2), third (3) etc.
Rank: _________10) Access to finance i.e. There is a clear lack of access to start up financing
for young people.
Rank: _________11) Education, skills and training i.e. education and training do not
promote/encourage young people to engage in business and to develop good business ideas.
Education and training does not match the market opportunities
Rank:_________12) Business support i.e. There is clear lack of business support in terms of
business counseling and access to working space.
Rank:_________13) Social/ cultural attitude towards (youth) entrepreneurship. I.e.

Entrepreneurship is not appreciated and promoted enough by society.
Rank:_________14) Government regulations i.e. excessive administrative and bureaucratic

burdens impede youth entrepreneurship.
Rank:-------------- 15) High risk of conducting business, i.e. Government employment has
security.
Rank:_________16) Other (please explain)
25
Part III. Affective Questions
IV. In your opinion. Who do you think has more power in influencing the emotion and felling of public
university students e to start up a business? Tick in the box
Friends instructors Parents and family Media (TV. Radio, Internet)

coverage of businesses &business people Entrepreneurs
Which factor negatively affect the emotion and felling of students not to start their own
business? Mark the box /x/
Lack of expertise (doubt in

my abilities and knowledge).
I was worried by the

possibility that people would
not have a need for my
product or service
Financial uncertainties
I afraid the thought of

repaying my borrowed funds,
be it credit or loan
I was afraid of the strong

competition in proposed line of
business
I was afraid of not being able to

handle all the workload
Access to financing
26
Other (please explain)
Part IV. Cognitive questions
What measures could improve and build public university student taught towards
entrepreneurship? Tick in the box
Better media coverage Entrepreneurial education in university Short term trainings

given by entrepreneurs Promotion of entrepreneurship by role models Other
(specify)
State your agreement or disagreement to the following statements by Tick in the box /x/
Strongly Agree Neutral Disagree Strongly

agree disagree
The
entrepreneurship
courses have
enabled me
to identify
business-related
opportunities
Entrepreneurship
subjects have
taught me how
to create services
and/or products
that can meet
27
the needs of
customers
The
entrepreneurship
courses have
taught me
how to develop
successful
business plans.
With
entrepreneurship
subjects, I can
now
successfully
identify sources of
business
opportunities
The
entrepreneurship
courses have
taught me
how to carry out
feasibility studies
Through
entrepreneurship
subjects, my skills,
knowledge and
interest in
entrepreneurship
have improved
Due to
entrepreneurship
subjects, I now
have
skills to create a
28
new business.
29

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KOTEBE UNIVERSITY OF EDUCATION RESEARCH PROPOSAL

ASSASING ATTITUED OF STUDENTS TOWARDS ENTRPURNERSHIP

IN PUBLIC HIGER EDUCATION :IN CASE OF KOTEBE UNIVERSITY

EDUCATION AND ADDIS ABABA UNIVERSITY

A Senior Essay Proposal Submitted for the partial fulfillment

Faculty of Business and Economics

Kotebe University of Education

PREPARE BY :Alazar WORKNEH

1.1 Back ground of the study.......................................................................................................................2

1.1 Back ground of the study

1.2 Statement of the problem

1.3 Objectives of the Study

Although there is a growing comprehension of the pivotal function that entrepreneurship

Specifically, the research intends to assess:

 To evaluate the behavioral component students towards entrepreneurship

1.4 Significance of the Study

1.5 Scope of the Study

1.6 Limitation of the study

1.7 Organization of the study

2 REVIEW OF RELATED LITERATURE

2.2 Entrepreneurial Attitude

2.3 Components of Entrepreneurial Attitude

2.4 Behavioral Component (behavior, overt response and willingness)

It is the way in which individuals/students responds or react to a specific set of attitudinal

2.5 Youth and Entrepreneurship

A definition of youth entrepreneurship is required in order to explore youth entrepreneurship and

2.6 Types of (Youth) Entrepreneurship and Young Entrepreneurs

2.7 Economic, Social and Public Entrepreneurship

Another form of entrepreneurship is known as social entrepreneurship. Social entrepreneurship

2.8 Motivations of young people to engage in entrepreneurship

2.9 Living conditions: Necessity versus Opportunity motivated

On the other hand, opportunity-driven entrepreneurship refers to the pursuit of a perceived

2.9.1 Personal Attitudes, Self-interests and Individual Strengths

establishment of a business. According to research by the ILO, different types of young

2.9.2 Youth entrepreneurship as an avenue of opportunity

2.9.3 Barriers and Incentives to Enterprise Start-ups by Young People

1. The social and cultural outlook on youth entrepreneurship.

3. Access to financial resources and startup funding.

4. The administrative and regulatory framework.

5. Business support and assistance.

2.9.4 Social and Cultural Attitude towards Youth Entrepreneurship

2.9.5 The role of religion, cultural values, beliefs and behaviors

participation in business in particular. However, recent studies on the influence of religion on

2.9 .6 Promoting Entrepreneurship Education

Key Educative Constraints to Entrepreneurship

 There is a general absence of introduction and acceptance of enterprise education.

 The curricula and study programmers are inadequate.

 The learning methods being used are incorrect.

 There is a scarcity of trained and educated teachers.

 There is a lack of career information and opportunities in the business sector.

 There is a lack of connections between business and education.

 The ICT infrastructure and capability are lacking.

Key constraints for young people to start-up finance

 Insufficient personal savings and resources.

 Lack of collateral and credibility (for debt financing).

 Insufficient business experience and skills (for debt financing) .

 Complex procedures for documentation.

 Lengthy waiting periods (time required for decision-making on funding applications).

 Lack of knowledge, understanding, and awareness of financing possibilities for start-ups.